# Browse

## Let’s Be Flexible

### Clayton Edwards and Rebecca Robichaux-Davis

## Simple Mathematical Model for Designing a Corbeled Arch

### Matthew S. Neel

This mathematical method can be used to find the size and shape of the bricks necessary to create a corbeled arch of nearly any shape. This method focuses on finding the minimum lengths of the bricks necessary to create a mathematically stable arch subject to certain constraints.

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Teaching Is a Journey: What Did I *Really* Mean?

### Karla Bandemer

This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

## Women Who Count: The Story Before and After

### Shelly M. Jones

Ear to the Ground features voices from serveral corners of the mathematics education world.

## GPS: When Is “Close Enough” Enough?

### Katherine Ariemma Marin and Natasha E. Gerstenschlager

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

## GPS: Parallel Computing and the Value of Teamwork

### Richard A. Andrusiak and Antonella Perucca

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

## GPS: Trusting Technology

### Kelly Hagan and S. Asli Özgün-Koca

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

## Puddle Play!

### Deanna Pecaski McLennan

## Student Engagement with the “Into Math Graph" Tool

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

## Launching a Mathematical Modeling Lesson

### Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.